1) Student identifies two existing data sources and one other approach for assessing student needs and describes how these data sources will be analyzed in order to identify needs and gaps in achievement.
Standardized testing is a significant aspect of America’s education system. Testing in schools has led to students associating a greater sense of consequence with the prospect of being tested, resulting in feelings of pressure to perform and fear of not performing adequately (Larson, El Ramahi, Conn, Estes, & Ghibellini, 2010). Although experiencing some anxiety before a test is common, increased levels of anxiety can negatively impact a person’s ability to function. Larson et al. describe test anxiety as a perceived notion of psychological distress producing a physiological hyper-arousal, interfering with students’ mental processes and debilitating their ability to function during a test, and in the days and weeks leading up to the test. Test anxiety has also been related to trait anxiety, low self-esteem, poor reading and math achievements, disruptive class behavior, negative attitudes toward school, and intense fear of failure, dependency and passivity all having an adverse effect on academic achievement (Peleg-Popko & Klingman, 2002). The occurrence of test anxiety among students has become a concern for many educators. As a result, conducting a needs assessment can further provide ways to intervene.
A data analysis of The Governor’s Office of Student Achievement (2012) indicates that there are still some classrooms that show an unusually high number of wrong answers changed to right answers on the grades 3-8 Spring 2011 Criterion-Reference Competency Tests (CRCT) in reading, language arts, and math. Furthermore, an analysis of Linwood Elementary school report card indicates 25% of minority and special education students’ performed lower on standardized testing. Peleg-Popko and Klingman (2002) further affirm anxiety over test performance affects 10-30% of all students, with a disproportionately higher prevalence in learning disabled and minority students. In addition, a survey of teacher-reported concerns revealed the stressful impact of standardized basic skills tests on students’ increased anxiety behaviors before and during tests. Hobson (1996) explained student severe reactions may include crying during tests, being absent from school when the test are administered, and attaining low scores that misrepresent students’ ability as evidenced in class. A psycho-educational “Battling Test Anxiety” small group can help to address this normative need.
2) Student develops one overarching goal for the group program based on identified need; the goal aligns with the academic mission of schools.
The “Battling Test Anxiety” small group goal is:
Students will learn how to cope and reduce test anxiety to a manageable level during testing situations to increase academic test scores.
3) Student develops two measurable objectives for session #1 of the structured group program that supports the established goal (one school counseling content and one language arts content).
Session #1 Objectives:
Given a shield art project, students will identify rational beliefs and coping statements to substitute for their irrational beliefs about tests.
Students will write rational coping self-statements on their shield art project with no spelling, punctuation, and grammatical errors.
4) Student develops two measurable objectives for session #2 of the structured group program that supports the established goal (one school counseling content and one mathematics content).
Session # 2 Objectives:
After students identify and discuss their level of anxiety when exposed to the Test Anxiety Exposure Hierarchy scale, they will perform a 2-minute deep breathing technique to reduce their anxiety.
Students will add their self-reported responses on the Test Anxiety Exposure Hierarchy to determine the average level of text anxiety with 80% accuracy.
5) Student briefly describes the importance of data-driven, needs-based programming that clearly aligns professional school counseling with the mission of schools.
Data-driven needs programming is important because school counselors make decisions based on real needs not perceived needs (Erford, 2010). Due to required standardized testing by No Child Left Behind (NCLB), school counselors need to be knowledgeable of aggregated and disaggregated data, norm-referenced and criteria-referenced score interpretations. The mission of schools is to successfully educate all students and eliminate the achievement gap evident in standardized test scores. Minority students and students with disabilities are often scoring low on standardized testing. The role of the school counselor is to advocate for all students, including those who are minorities and have disabilities. In addition, performing a data-driven needs assessment will enable school counselors to determine students’ true needs and provide data as evidence of these needs. Data-driven programming also enhances school counselors’ accountability to the school’s mission of successfully educating all students in the academic, career, and personal/social domains.
Component #2: Research- Supported and Standards-Based Content
1) Student provides step-by-step process and activities to be covered in session #1 (research support for theoretical orientation and techniques required from at least one scholarly peer reviewed counseling journal, preferably ASCA’s journal, Professional School Counseling. Cite/attach handouts to be used.
Title of Session #1: Protective Shield
Brief Summary of Session: This session will consist of students creating a shield art project to display their rational self-coping statements to counter test anxiety. Students will identify any negative thoughts that come to mind when in a testing situation. The school counselor assists students with exploring positive and rational thoughts they can use to replace the negative thoughts identified. Students will share how this art project may help them with reducing test anxiety. Students will then be asked to practicing using their rational self-coping statements to reduce anxiety and journal their experience.
Theoretical Orientation:
The theoretical orientation used to develop this group session is Rational-emotive therapy (REBT). According to Albert Ellis, the fundamental principle is that students create their own emotional and behavioral disturbance by thinking absolutely and dogmatically and it is not the event itself but rather how students perceive the event that creates problems (Erford, 2010). Research indicates test anxiety can cause children to rush through testing in order to escape the unpleasant physical experience and creates an “invisible disability” of achievement stress that can extend throughout a student’s academic career (Cheek, Bradley, Reynolds, & Coy, 2002). Psychological and emotional factors are major stumbling blocks for students because it interferes with their performance; students need to be advised to listen to their own self-talk and replace the “must” statements with less demanding ones (Wilkinson, 1990). Furthermore, Wilkinson (1990) indicates self-statements are expressions of thoughts, and these thoughts and beliefs are what students need to change to overcome test anxiety. In addition, Cheek et al. explain that incorporating art and music techniques with stress-reducing strategies provides additional support for elementary students.
Specific Group Technique: Rational Coping self-statements
Structure:
A two-day closed group with a fixed membership of 6-8 students in 5th grade who have been referred by teachers. These students have experienced text anxiety during the Criterion-Referenced Competency Test (CRCT) and have obtained lower scores on the CRCT. A psycho-educational approach lasting 30 minutes per session will be held during students’ free reading time. The sessions will be scheduled in the school counselor’s office. The theoretical method will be a cognitive behavioral approach with a preventive intervention. Program frequency will be once a week for six weeks.
Materials/Media: poster board, construction paper, markers, and scissors
Core ASCA Standard(s):
PS:A1.2 Identify values, attitudes, and beliefs
PS:B1.4 Develop effective coping skills for dealing with problems
Core State Academic Standard(s):
ELA5W4 Student consistently uses a writing process to develop, revise, and evaluate writing. The student edits to correct errors in spelling, punctuation, etc.
Objectives:
Given a shield art project, students will identify rational beliefs and coping statements to substitute for their irrational beliefs about tests.
Students will write rational coping self-statements on their shield art project with no spelling, punctuation, and grammatical errors.
Assessments:
Students’ learning of session’s objectives will be assessed through observations, demonstrations, projects, and journaling.
Procedures/Instructional Strategy:
The group will go over confidentiality and group rules.
School counselors will ask students to define test anxiety.
School counselor will ask students to share what they think and feel when they have test anxiety.
School counselor will ask students about upcoming tests.
School counselor will make a general self-disclosure about being upset during tests in the past because of negative thoughts.
School counselor will give students construction paper, scissors, and markers to create a protective shield.
Students will brainstorm and write rational/positive thoughts that could be used to counter the irrational, anxiety-provoking thoughts he or she has had during tests on their protective shield.
Students will then glue their protective shield with their rational self-coping statements on a large poster board to display in their room.
School counselor will ask students to share how the rational self-coping statements have helped with test anxiety.
Homework/Ownwork:
Students will practice using their rational self-coping statements to reduce anxiety and journal their experience.
2) Student provides step-by-step process and activities to be covered in session #2 (research support for theoretical orientation and techniques required from at least one scholarly peer reviewed counseling journal, preferably ASCA’s journal, Professional School Counseling. Cite/attach handouts to be used.
Title of Session #2: Deep Breathing
Brief Summary of Session: The session will consists of students completing a Test Anxiety Hierarchy Likert-type scale activity to determine their level of anxiety. After students complete this scale, they will be asked to discuss their thoughts and feelings about the activity. The school counselor will then ask students to choose one of the tests events on the Likert-type scale to focus on. The school counselor will explain and teach the deep breathing technique to reduce anxiety. The school counselor will ask students to close their eyes and focus on the identified test anxiety event while practicing a 2-minute deep breathing technique. Students will share their thoughts and feelings after doing the technique. Students will then be asked to practice deep breathing technique and journal their experience for homework.
Theoretical Orientation:
The theoretical orientation used to develop this group session is cognitive behavior therapy. Research has described test anxiety as a perceived notion of psychological distress producing a physiological hyper-arousal, interfering with students’ mental processes and debilitating their ability to function during a test, and in the days and weeks leading up to the test (Larson, El Ramahi, Conn, Estes, & Ghibellini, 2010). Larson et al. state emotionality is a link between the cognitive affects of test anxiety and the physiological effects. Relaxation techniques can be used to decrease these physiological effects. Larson et al. further indicate that deep breathing and muscle relaxation have been shown to effectively decrease anxiety levels for individuals who have difficulty relaxing in anxious situations; individuals are able to focus on the task at hand instead of on their level of anxiety.
Specific Group Technique: Relaxation Technique
Structure:
A two-day closed group with a fixed membership of 6-8 students in 5th grade who have been referred by teachers. These students have experienced text anxiety during the Criterion-Referenced Competency Test (CRCT) and have obtained lower scores on the CRCT. A psycho-educational approach lasting 30 minutes per session will be held during students’ free reading time. The sessions will be scheduled in the school counselor’s office. The theoretical method will be a cognitive behavioral approach with a preventive intervention. Program frequency will be once a week for six weeks.
Materials/Media: Test Anxiety Exposure Hierarchy likert scale, pencils
Core ASCA Standard(s):
PS:A1.5 Identify and express feelings
PS:C1.10 Learn techniques for managing stress and conflict
Core State Academic Standard(s):
M5P1 Students will solve mathematical problems that arise in mathematics and in other contexts.
Objectives:
After students identify and discuss their level of anxiety when exposed to the Test Anxiety Exposure Hierarchy scale, they will perform a 2-minute deep breathing technique to reduce their anxiety.
Students will add their self-reported responses on the Test Anxiety Exposure Hierarchy to determine the average level of text anxiety with 80% accuracy.
Assessments:
Students’ learning of session’s objectives will be assessed through observations, demonstrations of deep breathing technique, and counselor constructed Likert-type scale.
Procedures/Instructional Strategy:
The group will review confidentiality and group rules.
School counselor will briefly review last session’s objectives by asking students what they learned.
School counselor will ask students to share any recent test anxiety situations.
School counselor will give students the Test Anxiety Hierarchy Scale.
Students will be given 5 minutes to complete this activity.
School counselor will ask students to share which event on the activity was most anxious.
Students will agree on the group’s highest anxiety-producing event as the focus of the session.
School counselor will ask students ways they could decrease the anxiety felt during the identified event.
School counselor will discuss and teach deep breathing technique as a way to reduce anxiety during this event.
10.Students will perform a short two-minute deep breathing exercise while imagining the anxious event.
11.Students will share how deep breathing may help them lower their anxiety during testing situations.
Homework/Ownwork:
Students will practice deep breathing technique to reduce anxiety and journal their experience.
3) Student identifies ASCA Standards and core academic standards covered in Session #1 and Session #2.
Core ASCA Standard(s): Session #1
PS:A1.2 Identify values, attitudes, and beliefs
PS:B1.4 Develop effective coping skills for dealing with problems
Core State Academic Standard(s): Session #1
ELA5W4 Student consistently uses a writing process to develop, revise, and evaluate writing. The student edits to correct errors in spelling, punctuation, etc.
Core ASCA Standard(s): Session #2
PS:A1.5 Identify and express feelings
PS:C1.10 Learn techniques for managing stress and conflict
Core State Academic Standard(s): Session #2
M5P1 Students will solve mathematical problems that arise in mathematics and in other contexts.
4) Student discusses the importance of supporting theoretical orientations and techniques in school counseling prevention and intervention programs.
The above two sessions contain a theoretical orientation and technique supported by peer-reviewed research journals. it is important to support theoretical orientations and techniques used in school counseling prevention and intervention programs because it is evidenced-based. Research that is evidence-based provides theories and techniques that have been used by other professional school counselors who have successfully implemented them in other school settings. Research that have been successful with students in the past can also be beneficial to students today. Some of the above techniques have been mildly modified to fit the interests of current students. The above peer-reviewed research articles support the Battling Test Anxiety small group program.
Component #3: Ethical, Legal, Multicultural
1) Student identifies ethical and legal considerations in group work with minors in the schools and those specific to this group program.
A.6 Group Work
A.8.B. Protecting clients
B.1 Parent Rights and Responsibilities
B. 2 Parents/Guardians and Confidentiality
The ASCA (2010) ethical standards for professional school counselors provide guidelines to assist with group counseling and counseling minors. Professional school counselors cautiously screen group members and are aware of student needs. They have the responsibility to protect group members from psychological and physical harm when interacting with other group members. Professional school counselors are responsible for informing parents/guardians of children participating in small groups, obtaining a signed consent, and explaining school counselor’s role including the confidential nature of their counseling relationship with students. They also establish clear expectations within groups, explain confidentiality not being a guarantee, and consider the developmental ages of minors in school settings and group topics. Professional school counselors facilitate brief solution-focused group work, develop and maintain professional competencies, follow up with group members, and document. In addition, professional school counselors respect the rights of parents/guardians for their children and work to develop a collaborative relationship with parents/guardians for students’ benefit. They also adhere to laws, local guidelines, and ethical standards when helping parents/guardians with family problems interfering with students’ wellbeing. Furthermore, professional school counselors adhere to FERPA act when disclosing student information and respect the confidentiality of parents/guardians within students’ best interest. The “Battling Test Anxiety” small group program will adhere to the above ASCA (2010) ethical standards.
2) Student creates a signed consent form to be distributed to parents of students prior to participation in group counseling to include limits to confidentiality in group work (attach as a supplemental form in LiveText for this section).
Supplemental Consent Form is attached. An informed consent will be sent to the parents/guardians before the group begins. These consent forms must be signed and returned before the student can participate in the “Battling Test Anxiety” group.
3) Student identifies how the group program is culturally sensitive, describes how issues of conflict, bias, prejudice, oppression, and discrimination are to be addressed during group, and identifies strategies included in the group program that promote a positive, caring, and safe learning group environments.
The “Battling Test Anxiety” small group program is culturally sensitive. The professional school counselor must be multiculturally competent when working within a group composed of diverse students. Professional school considers are multiculturally competent when they have self-awareness, knowledge, and skills to work with diverse members. Professional school counselors must continue to develop and reassess their multicultural competence. Furthermore, consideration and respect for group members’ culture, family/community roles within group members’ culture, and group members’ religious/spiritual values are upheld in the group process. In addition, group members’ adverse environmental factors, ethnicity/race, and its influence on behavior will be considered. Any issues of conflict, bias, prejudice, oppression, and discrimination will be ethically and fairly addressed through positive communication among group members. Group members will be given ample opportunities to discuss similarities and differences among each other in a caring and respectful manner. Some strategies included in this small group program that promote a positive, caring, and safe learning group environment involve established group rules, program structure, and program interventions that embrace group members worldviews. Group members will not be forced to perform in a manner that isn’t consistent with their cultural worldview.
4) Student discusses the importance of carefully considering issues related to ethics, legal, professional, and cultural significance in the group process from making group opportunities available and member selection to group termination.
Screening and recruitment of students for the “Battling Test Anxiety” small group program will be conducted an ethical, legal, professional, and culturally sound manner. As far as recruitment, teacher reports and CRCT scores will determine students in need of this small group. Once the students in need of this group are identified, teachers will refer them to the “Battling Test Anxiety” small group. Students will then be screened through individual interviews to see if they are psychologically stable, have similar maturity level, and can respond well in social/group settings. A pre-test assessment will be given to the student as part of the screening process. The group participants will be in the 5th and 6th grade with no more than two years age difference. Parental consent forms will be sent home with a description of the small group’s purpose. Students may come from low socioeconomic status (SES) and be multiculturally diverse. All group members will be valued, treated with respect, and given ample opportunity to participate. Since this is a closed group, group members who wish to terminate prematurely will be encourage to share why they would like to leave the group with other group members. This will allow the group member who wishes to terminate and the remaining group members to achieve closure. Group members who wish to terminate due to not benefiting from the group will be referred to a better form of counseling according to ethical standards and best practice guidelines.
Component #4: Program Evaluation
1) Student creates a pre-post measure for session #1 that includes only one multiple choice item for each session objective for a total of two items (one for the school counseling content and one for the core academic content).
Pre-Post Test Session #1
1. Are you able to identify rational beliefs and irrational beliefs?
Yes No
2. Are you able to write at least one rational coping self-statement with no grammatical errors?
Yes No
2) Student creates a pre-post measure for session #2 that includes only one multiple choice item for each session objective for a total of two items (one for the school counseling content and one for the core academic content).
Pre-Post Test Session #2
1. Are you able to perform a deep breathing relaxation exercise to reduce the level of test anxiety?
Yes No
2. Are you able to add and average your self-reported responses on the Test Anxiety Likert-scale to determine the level of test anxiety?
Yes No
3) Student briefly describes the importance of program evaluation and outcome-driven programming in professional school counseling
Program evaluation and outcome-driven programming is important in professional school counseling. Program evaluation through a pre-post test will allow the school counselor to determine if the program goal was met. Comparing the pre/post-test student responses in this small group program will show the school counselor if students were able to learn how to cope and reduce test anxiety during testing situations. In addition, if group members CRCT test scores after this small group intervention increase, decrease, or stay the same will demonstrate if group members were able to apply the skills learned to reduce test anxiety. Outcome-driven programming informs school counselors if this small group program intervention is successful enough to use again for other students who struggle with test anxiety. Program evaluation and outcome-driven programming reveal if school counseling programs are meeting the academic, career, and personal/social developmental needs of students.
Cheek, J. R., Bradley, L.J., Reynolds, J., & Coy, D. (2002). An intervention for helping elementary students reduce test anxiety. Professional School Counseling, 6(2), 162-165. Retrieved from http://www.web.ebscohost.com.ezproxy.liberty.edu
Larson, H.A., El Ramahi, M.K., Conn, S.R., Estes, L.A., & Ghibellini, A.B. (2010). Reducing test anxiety among third grade students through the implementation of relaxation techniques. Journal of School Counseling, 8, 1-19. Retrieved from http://www.web.ebscohost.com.ezproxy.liberty.edu
Peleg-Popko, O., & Klingman, A. (2002). Family environment, discrepancies between perceived actual and desirable environment, and children’s test and trait anxiety. British Journal of Guidance & Counseling, 30(4), 451-466. Retrieved from http://www.web.ebscohost.com.ezproxy.liberty.edu
The Governor’s Office of Student Achievement. (2012). Executive Erasure Analysis Summary [Data file]. Retrieved from http://www.gaosa.org/resources
1) Student identifies two existing data sources and one other approach for assessing student needs and describes how these data sources will be analyzed in order to identify needs and gaps in achievement.
Standardized testing is a significant aspect of America’s education system. Testing in schools has led to students associating a greater sense of consequence with the prospect of being tested, resulting in feelings of pressure to perform and fear of not performing adequately (Larson, El Ramahi, Conn, Estes, & Ghibellini, 2010). Although experiencing some anxiety before a test is common, increased levels of anxiety can negatively impact a person’s ability to function. Larson et al. describe test anxiety as a perceived notion of psychological distress producing a physiological hyper-arousal, interfering with students’ mental processes and debilitating their ability to function during a test, and in the days and weeks leading up to the test. Test anxiety has also been related to trait anxiety, low self-esteem, poor reading and math achievements, disruptive class behavior, negative attitudes toward school, and intense fear of failure, dependency and passivity all having an adverse effect on academic achievement (Peleg-Popko & Klingman, 2002). The occurrence of test anxiety among students has become a concern for many educators. As a result, conducting a needs assessment can further provide ways to intervene.
A data analysis of The Governor’s Office of Student Achievement (2012) indicates that there are still some classrooms that show an unusually high number of wrong answers changed to right answers on the grades 3-8 Spring 2011 Criterion-Reference Competency Tests (CRCT) in reading, language arts, and math. Furthermore, an analysis of Linwood Elementary school report card indicates 25% of minority and special education students’ performed lower on standardized testing. Peleg-Popko and Klingman (2002) further affirm anxiety over test performance affects 10-30% of all students, with a disproportionately higher prevalence in learning disabled and minority students. In addition, a survey of teacher-reported concerns revealed the stressful impact of standardized basic skills tests on students’ increased anxiety behaviors before and during tests. Hobson (1996) explained student severe reactions may include crying during tests, being absent from school when the test are administered, and attaining low scores that misrepresent students’ ability as evidenced in class. A psycho-educational “Battling Test Anxiety” small group can help to address this normative need.
2) Student develops one overarching goal for the group program based on identified need; the goal aligns with the academic mission of schools.
The “Battling Test Anxiety” small group goal is:
Students will learn how to cope and reduce test anxiety to a manageable level during testing situations to increase academic test scores.
3) Student develops two measurable objectives for session #1 of the structured group program that supports the established goal (one school counseling content and one language arts content).
Session #1 Objectives:
4) Student develops two measurable objectives for session #2 of the structured group program that supports the established goal (one school counseling content and one mathematics content).
Session # 2 Objectives:
5) Student briefly describes the importance of data-driven, needs-based programming that clearly aligns professional school counseling with the mission of schools.
Data-driven needs programming is important because school counselors make decisions based on real needs not perceived needs (Erford, 2010). Due to required standardized testing by No Child Left Behind (NCLB), school counselors need to be knowledgeable of aggregated and disaggregated data, norm-referenced and criteria-referenced score interpretations. The mission of schools is to successfully educate all students and eliminate the achievement gap evident in standardized test scores. Minority students and students with disabilities are often scoring low on standardized testing. The role of the school counselor is to advocate for all students, including those who are minorities and have disabilities. In addition, performing a data-driven needs assessment will enable school counselors to determine students’ true needs and provide data as evidence of these needs. Data-driven programming also enhances school counselors’ accountability to the school’s mission of successfully educating all students in the academic, career, and personal/social domains.
Component #2: Research- Supported and Standards-Based Content
1) Student provides step-by-step process and activities to be covered in session #1 (research support for theoretical orientation and techniques required from at least one scholarly peer reviewed counseling journal, preferably ASCA’s journal, Professional School Counseling. Cite/attach handouts to be used.
Title of Session #1: Protective Shield
Brief Summary of Session: This session will consist of students creating a shield art project to display their rational self-coping statements to counter test anxiety. Students will identify any negative thoughts that come to mind when in a testing situation. The school counselor assists students with exploring positive and rational thoughts they can use to replace the negative thoughts identified. Students will share how this art project may help them with reducing test anxiety. Students will then be asked to practicing using their rational self-coping statements to reduce anxiety and journal their experience.
Theoretical Orientation:
The theoretical orientation used to develop this group session is Rational-emotive therapy (REBT). According to Albert Ellis, the fundamental principle is that students create their own emotional and behavioral disturbance by thinking absolutely and dogmatically and it is not the event itself but rather how students perceive the event that creates problems (Erford, 2010). Research indicates test anxiety can cause children to rush through testing in order to escape the unpleasant physical experience and creates an “invisible disability” of achievement stress that can extend throughout a student’s academic career (Cheek, Bradley, Reynolds, & Coy, 2002). Psychological and emotional factors are major stumbling blocks for students because it interferes with their performance; students need to be advised to listen to their own self-talk and replace the “must” statements with less demanding ones (Wilkinson, 1990). Furthermore, Wilkinson (1990) indicates self-statements are expressions of thoughts, and these thoughts and beliefs are what students need to change to overcome test anxiety. In addition, Cheek et al. explain that incorporating art and music techniques with stress-reducing strategies provides additional support for elementary students.
Specific Group Technique: Rational Coping self-statements
Structure:
A two-day closed group with a fixed membership of 6-8 students in 5th grade who have been referred by teachers. These students have experienced text anxiety during the Criterion-Referenced Competency Test (CRCT) and have obtained lower scores on the CRCT. A psycho-educational approach lasting 30 minutes per session will be held during students’ free reading time. The sessions will be scheduled in the school counselor’s office. The theoretical method will be a cognitive behavioral approach with a preventive intervention. Program frequency will be once a week for six weeks.
Materials/Media: poster board, construction paper, markers, and scissors
Core ASCA Standard(s):
PS:A1.2 Identify values, attitudes, and beliefs
PS:B1.4 Develop effective coping skills for dealing with problems
Core State Academic Standard(s):
ELA5W4 Student consistently uses a writing process to develop, revise, and evaluate writing. The student edits to correct errors in spelling, punctuation, etc.
Objectives:
Assessments:
Students’ learning of session’s objectives will be assessed through observations, demonstrations, projects, and journaling.
Procedures/Instructional Strategy:
Homework/Ownwork:
Students will practice using their rational self-coping statements to reduce anxiety and journal their experience.
2) Student provides step-by-step process and activities to be covered in session #2 (research support for theoretical orientation and techniques required from at least one scholarly peer reviewed counseling journal, preferably ASCA’s journal, Professional School Counseling. Cite/attach handouts to be used.
Title of Session #2: Deep Breathing
Brief Summary of Session: The session will consists of students completing a Test Anxiety Hierarchy Likert-type scale activity to determine their level of anxiety. After students complete this scale, they will be asked to discuss their thoughts and feelings about the activity. The school counselor will then ask students to choose one of the tests events on the Likert-type scale to focus on. The school counselor will explain and teach the deep breathing technique to reduce anxiety. The school counselor will ask students to close their eyes and focus on the identified test anxiety event while practicing a 2-minute deep breathing technique. Students will share their thoughts and feelings after doing the technique. Students will then be asked to practice deep breathing technique and journal their experience for homework.
Theoretical Orientation:
The theoretical orientation used to develop this group session is cognitive behavior therapy. Research has described test anxiety as a perceived notion of psychological distress producing a physiological hyper-arousal, interfering with students’ mental processes and debilitating their ability to function during a test, and in the days and weeks leading up to the test (Larson, El Ramahi, Conn, Estes, & Ghibellini, 2010). Larson et al. state emotionality is a link between the cognitive affects of test anxiety and the physiological effects. Relaxation techniques can be used to decrease these physiological effects. Larson et al. further indicate that deep breathing and muscle relaxation have been shown to effectively decrease anxiety levels for individuals who have difficulty relaxing in anxious situations; individuals are able to focus on the task at hand instead of on their level of anxiety.
Specific Group Technique: Relaxation Technique
Structure:
A two-day closed group with a fixed membership of 6-8 students in 5th grade who have been referred by teachers. These students have experienced text anxiety during the Criterion-Referenced Competency Test (CRCT) and have obtained lower scores on the CRCT. A psycho-educational approach lasting 30 minutes per session will be held during students’ free reading time. The sessions will be scheduled in the school counselor’s office. The theoretical method will be a cognitive behavioral approach with a preventive intervention. Program frequency will be once a week for six weeks.
Materials/Media: Test Anxiety Exposure Hierarchy likert scale, pencils
Core ASCA Standard(s):
PS:A1.5 Identify and express feelings
PS:C1.10 Learn techniques for managing stress and conflict
Core State Academic Standard(s):
M5P1 Students will solve mathematical problems that arise in mathematics and in other contexts.
Objectives:
Assessments:
Students’ learning of session’s objectives will be assessed through observations, demonstrations of deep breathing technique, and counselor constructed Likert-type scale.
Procedures/Instructional Strategy:
10.Students will perform a short two-minute deep breathing exercise while imagining the anxious event.
11.Students will share how deep breathing may help them lower their anxiety during testing situations.
Homework/Ownwork:
Students will practice deep breathing technique to reduce anxiety and journal their experience.
3) Student identifies ASCA Standards and core academic standards covered in Session #1 and Session #2.
Core ASCA Standard(s): Session #1
PS:A1.2 Identify values, attitudes, and beliefs
PS:B1.4 Develop effective coping skills for dealing with problems
Core State Academic Standard(s): Session #1
ELA5W4 Student consistently uses a writing process to develop, revise, and evaluate writing. The student edits to correct errors in spelling, punctuation, etc.
Core ASCA Standard(s): Session #2
PS:A1.5 Identify and express feelings
PS:C1.10 Learn techniques for managing stress and conflict
Core State Academic Standard(s): Session #2
M5P1 Students will solve mathematical problems that arise in mathematics and in other contexts.
4) Student discusses the importance of supporting theoretical orientations and techniques in school counseling prevention and intervention programs.
The above two sessions contain a theoretical orientation and technique supported by peer-reviewed research journals. it is important to support theoretical orientations and techniques used in school counseling prevention and intervention programs because it is evidenced-based. Research that is evidence-based provides theories and techniques that have been used by other professional school counselors who have successfully implemented them in other school settings. Research that have been successful with students in the past can also be beneficial to students today. Some of the above techniques have been mildly modified to fit the interests of current students. The above peer-reviewed research articles support the Battling Test Anxiety small group program.
Component #3: Ethical, Legal, Multicultural
1) Student identifies ethical and legal considerations in group work with minors in the schools and those specific to this group program.
A.6 Group Work
A.8.B. Protecting clients
B.1 Parent Rights and Responsibilities
B. 2 Parents/Guardians and Confidentiality
The ASCA (2010) ethical standards for professional school counselors provide guidelines to assist with group counseling and counseling minors. Professional school counselors cautiously screen group members and are aware of student needs. They have the responsibility to protect group members from psychological and physical harm when interacting with other group members. Professional school counselors are responsible for informing parents/guardians of children participating in small groups, obtaining a signed consent, and explaining school counselor’s role including the confidential nature of their counseling relationship with students. They also establish clear expectations within groups, explain confidentiality not being a guarantee, and consider the developmental ages of minors in school settings and group topics. Professional school counselors facilitate brief solution-focused group work, develop and maintain professional competencies, follow up with group members, and document. In addition, professional school counselors respect the rights of parents/guardians for their children and work to develop a collaborative relationship with parents/guardians for students’ benefit. They also adhere to laws, local guidelines, and ethical standards when helping parents/guardians with family problems interfering with students’ wellbeing. Furthermore, professional school counselors adhere to FERPA act when disclosing student information and respect the confidentiality of parents/guardians within students’ best interest. The “Battling Test Anxiety” small group program will adhere to the above ASCA (2010) ethical standards.
2) Student creates a signed consent form to be distributed to parents of students prior to participation in group counseling to include limits to confidentiality in group work (attach as a supplemental form in LiveText for this section).
Supplemental Consent Form is attached. An informed consent will be sent to the parents/guardians before the group begins. These consent forms must be signed and returned before the student can participate in the “Battling Test Anxiety” group.
3) Student identifies how the group program is culturally sensitive, describes how issues of conflict, bias, prejudice, oppression, and discrimination are to be addressed during group, and identifies strategies included in the group program that promote a positive, caring, and safe learning group environments.
The “Battling Test Anxiety” small group program is culturally sensitive. The professional school counselor must be multiculturally competent when working within a group composed of diverse students. Professional school considers are multiculturally competent when they have self-awareness, knowledge, and skills to work with diverse members. Professional school counselors must continue to develop and reassess their multicultural competence. Furthermore, consideration and respect for group members’ culture, family/community roles within group members’ culture, and group members’ religious/spiritual values are upheld in the group process. In addition, group members’ adverse environmental factors, ethnicity/race, and its influence on behavior will be considered. Any issues of conflict, bias, prejudice, oppression, and discrimination will be ethically and fairly addressed through positive communication among group members. Group members will be given ample opportunities to discuss similarities and differences among each other in a caring and respectful manner. Some strategies included in this small group program that promote a positive, caring, and safe learning group environment involve established group rules, program structure, and program interventions that embrace group members worldviews. Group members will not be forced to perform in a manner that isn’t consistent with their cultural worldview.
4) Student discusses the importance of carefully considering issues related to ethics, legal, professional, and cultural significance in the group process from making group opportunities available and member selection to group termination.
Screening and recruitment of students for the “Battling Test Anxiety” small group program will be conducted an ethical, legal, professional, and culturally sound manner. As far as recruitment, teacher reports and CRCT scores will determine students in need of this small group. Once the students in need of this group are identified, teachers will refer them to the “Battling Test Anxiety” small group. Students will then be screened through individual interviews to see if they are psychologically stable, have similar maturity level, and can respond well in social/group settings. A pre-test assessment will be given to the student as part of the screening process. The group participants will be in the 5th and 6th grade with no more than two years age difference. Parental consent forms will be sent home with a description of the small group’s purpose. Students may come from low socioeconomic status (SES) and be multiculturally diverse. All group members will be valued, treated with respect, and given ample opportunity to participate. Since this is a closed group, group members who wish to terminate prematurely will be encourage to share why they would like to leave the group with other group members. This will allow the group member who wishes to terminate and the remaining group members to achieve closure. Group members who wish to terminate due to not benefiting from the group will be referred to a better form of counseling according to ethical standards and best practice guidelines.
Component #4: Program Evaluation
1) Student creates a pre-post measure for session #1 that includes only one multiple choice item for each session objective for a total of two items (one for the school counseling content and one for the core academic content).
Pre-Post Test Session #1
1. Are you able to identify rational beliefs and irrational beliefs?
Yes No
2. Are you able to write at least one rational coping self-statement with no grammatical errors?
Yes No
2) Student creates a pre-post measure for session #2 that includes only one multiple choice item for each session objective for a total of two items (one for the school counseling content and one for the core academic content).
Pre-Post Test Session #2
1. Are you able to perform a deep breathing relaxation exercise to reduce the level of test anxiety?
Yes No
2. Are you able to add and average your self-reported responses on the Test Anxiety Likert-scale to determine the level of test anxiety?
Yes No
3) Student briefly describes the importance of program evaluation and outcome-driven programming in professional school counseling
Program evaluation and outcome-driven programming is important in professional school counseling. Program evaluation through a pre-post test will allow the school counselor to determine if the program goal was met. Comparing the pre/post-test student responses in this small group program will show the school counselor if students were able to learn how to cope and reduce test anxiety during testing situations. In addition, if group members CRCT test scores after this small group intervention increase, decrease, or stay the same will demonstrate if group members were able to apply the skills learned to reduce test anxiety. Outcome-driven programming informs school counselors if this small group program intervention is successful enough to use again for other students who struggle with test anxiety. Program evaluation and outcome-driven programming reveal if school counseling programs are meeting the academic, career, and personal/social developmental needs of students.
Component #5: Scholarly Writing
References
American School Counselor Association. (2010). Ethical Standards for School Counselors. Retrieved from http://www.schoolcounselor.org/files/ethicalstandards
Cheek, J. R., Bradley, L.J., Reynolds, J., & Coy, D. (2002). An intervention for helping elementary students reduce test anxiety. Professional School Counseling, 6(2), 162-165. Retrieved from http://www.web.ebscohost.com.ezproxy.liberty.edu
Georgia Department of Education. (2010-2011). All Schools Report Card [Data file]. Retrieved from http://www.archives.gadoe.org/ReportingFW
Georgia Performance Standards. (2008). Georgia Performance Standards by Grade Level, K-8. Retrieved from http://www.georgiastandards.org/standards
Hobson, S.M. (1996). Test anxiety: Rain or shine! Elementary School Guidance & Counseling, 30(4), 316-318. Retrieved from http://www.web.ebscohost.com.ezproxy.liberty.edu
Larson, H.A., El Ramahi, M.K., Conn, S.R., Estes, L.A., & Ghibellini, A.B. (2010). Reducing test anxiety among third grade students through the implementation of relaxation techniques. Journal of School Counseling, 8, 1-19. Retrieved from http://www.web.ebscohost.com.ezproxy.liberty.edu
Peleg-Popko, O., & Klingman, A. (2002). Family environment, discrepancies between perceived actual and desirable environment, and children’s test and trait anxiety. British Journal of Guidance & Counseling, 30(4), 451-466. Retrieved from http://www.web.ebscohost.com.ezproxy.liberty.edu
The Governor’s Office of Student Achievement. (2012). Executive Erasure Analysis Summary [Data file]. Retrieved from http://www.gaosa.org/resources
Wilkinson, C.M. (1990). Techniques for overcoming test anxiety. Elementary School Guidance & Counseling, 24(3), 24-28. Retrieved from http://www.web.ebscohost.com.ezproxy.liberty.edu